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1.
高校思想政治理论课教学是一门艺术,更是一门科学。从某种意义上讲,思想政治理论课教师的人格魅力是通过语言魅力来体现的。语言艺术的高低,直接影响着教学氛围和效果。因此,思想政治理论课教师必须努力练就语言基本功,形成语言风格,塑造语言形象,锤炼语言修养,彰显教学的语言艺术魅力。 相似文献
2.
Data-driven decision making continues to be a growing educational reform initiative across the globe. The effective use of data requires that teachers develop the knowledge and skills to analyze and use data to improve instruction. The purpose of this article is to examine teachers’ capacity for and beliefs about data use. These issues are examined through a review of research in the past decade. We find that teachers’ beliefs about and capacity for data use are often not connected within the literature or in practice, but we argue they are the heart of the connection between data and instructional change. Teachers’ capacity to use data and their beliefs about data use are shaped within their professional communities, in training sessions, and in their interactions with coaches, consultants, and principals. However, efforts to develop teachers’ capacity for data use often fall short of their goals. Correspondingly, teachers have varied beliefs about data use, and some feel they lack the ability to use data to inform instruction. In order to be more successful, capacity building should directly address teachers’ beliefs, and data use must be decoupled from external accountability demands and involve a variety of information on student learning. 相似文献
3.
Colleen Stieler-Hunt Christian Jones 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):264-279
The benefits of using digital games in the curriculum are well documented in literature. Most teachers who use digital games use short-form drill-and-practice learning games rather than the kinds of games most students would choose to play in their free time. The use of more interactive, immersive digital games (IDGs) in classrooms tends to be sporadic, dependent upon the enthusiasm and ingenuity of individual teachers. Previous studies have indicated that many teachers have concerns about using digital games in classrooms and have difficulties knowing how to best use digital games. This qualitative study presents a professional development model for teachers that was inductively derived through analysing in-depth, semi-structured interviews with 13 educators who have used digital games in the classroom. Implementing this model can help teachers develop attitudes and skills necessary to meaningfully use interactive, IDGs in their classrooms. Evidence suggests that a mentor should have a strong understanding of how to use digital games effectively in classrooms, work with small cohorts of teachers to collegially plan the use of digital games within a unit of class work, trial the unit of work with a small number of enthusiastic teachers, and then implement it with the remaining teachers. This approach is based on interviews with educators who have successfully mentored teachers in their schools to use interactive, IDGs in their classrooms. These educators encountered little resistance from their teaching colleagues. Their approach further supported teachers who were open to the possibilities of using digital games in their classrooms. 相似文献
4.
运用混合研究法调查高校学生对于英语辅助性翻译软件的使用情况,考察对软件使用的影响因素。研究发现,高校学生对翻译软件的使用率很高,专业、年级以及英语水平是影响软件使用的主要因素,软件使用的差异性是由于学生对语言的理解程度、翻译学习观念及对翻译软件的了解程度不同所致。 相似文献
5.
Zacharias Zacharia 《科学教学研究杂志》2003,40(8):792-823
The purpose of this study was to investigate (a) what effect the use of interactive computer‐based simulations (ICBSs), the use of laboratory inquiry‐based experiments (LIBEs), and the use of combinations of an ICBS and a LIBE, in a conceptually oriented physics course, have on science teachers' beliefs about and attitudes toward the use of these learning and teaching tools, as well as the effect on their intentions to incorporate these tools in their own future teaching practices, (b) science teachers' attitudes toward physics and the effect that the use of ICBSs and/or LIBEs have on teachers' attitudes toward physics, and (c) whether teachers' beliefs have an effect on their attitudes and whether their attitudes have an effect on their intentions. A pre–post comparison study and the Theory of Reasoned Action (TRA) were used for this purpose. Results confirmed the TRA model that beliefs affect attitudes and these attitudes then affect intentions, and showed that science teachers' attitudes toward physics, the use of an ICBS, the use of a LIBE, and the use of a combination of an ICBS and an LIBE were highly positive at the end of the study. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 792–823, 2003 相似文献
6.
Susan H. Peet 《Early education and development》1995,6(2):145-154
This exploratory study examined parental perceptions of the information sources parents use when wanting or needing information about their three-year-old child's motor, social, and cognitive development. Specifically, this study compared parental perceptions of the use of internal information sources (i.e., parents' own intuitions about development, religious beliefs/teachings, and childhood experiences) to perceptions of the use of external information sources (i.e., books, magazines, counselors, etc.). Further, this study examined differences in parental perceptions of use of internal information sources by parent and child gender, and by developmental domain (i.e., information about a child's motor, social, and cognitive development). Sixty mothers and 60 fathers of a three-year-old child completed an information use structured interview. Findings revealed that almost half of the parents reported referring to their own intuitions, religious beliefs/teachings, and/or childhood experiences as sources of information about their child's development. Parents perceived the internal information sources as being used significantly more frequently and as significantly more useful for information about their child's social development than for information about their child's motor and cognitive development. 相似文献
7.
Mallory Bolenbaugh Megan Foley-Nicpon Rachel Young Melissa Tully Nikki Grunewald Marizen Ramirez 《Psychology in the schools》2020,57(11):1657-1679
Cyberbullying is a major health concern for today's youth and a pervasive stressor for adolescents and their families. This study offers qualitative insights into how parents perceive their children's technology use and engagement in cyberbullying based on gender. Eight focus groups were conducted with 48 parents of adolescents ages 10–17. Findings indicated parents perceived their children overuse technology and lack awareness of what cyberbullying is. Specific to gender, parents suggested their daughters use technology for social connection, and parents were more concerned about their daughter's technology use than their son's, which they believed was related to specific interests. In response to cyberbullying scenarios, parents encouraged females but not males to socialize with peers. This is the first qualitative study to obtain an in-depth understanding of the ways in which parents perceive and socialize their children in regard to technology use and cyberbullying scenarios. These results may help school systems, school psychologists, researchers, and parents gain awareness of the gender-stereotypical socialization process that unfolds in parental monitoring of technology use and cyberbullying situations. We conclude by offering suggestions for how school systems and personnel might intervene. 相似文献
8.
Terence M. Dovey Rebecca Francis Shevon Corbett Bridget Dibb 《Journal of Research in Special Educational Needs》2017,17(4):282-293
This study aimed to investigate whether special education teachers shared similar difficulties in their understanding of reward and punishment as their mainstream peers. Thirty‐five teachers working in six special education needs schools took part in a mixed methods study to explore their use and understanding of reinforcement principles. The purpose of the mixed methods approach was to triangulate the teachers use and perceived use of different reinforcement strategies within the classroom. Teachers’ had a good grasp of positive reward‐based strategies, but their understanding of the other three types of reinforcement (negative reward, punishment and penalty) was less accurate. There was a clear aversion amongst the sample to discuss punishment with many stating that they do not use it, which contrasted with the observations. Structured continued professional development interventions are required to rectify the discrepancies between belief and evidence. 相似文献
9.
陈秀梅 《湖北广播电视大学学报》2010,30(4):74-75
俄罗斯诗歌虽然只有数百年的历史,但它却犹如一个群星璀璨的星空,各种流派的诗人在上面用自己流彩的诗句为俄罗斯诗歌的星空增添异彩。从俄罗斯“诗歌的太阳”普希金到“诗歌的月亮”阿赫玛托娃,再到现如今处于多元时代的俄罗斯诗歌,俄罗斯的诗歌大师们为世界留下了很多经典的诗行。当然,这不仅要依赖于他们对诗歌语言的优美的运用和大胆创新,同时也要归功于他们对诗歌中的标点符号进行了创造性的“陌生化”使用,他们这种娴熟的技巧,不仅丰富了自己的诗歌创作,同时也为俄罗斯诗歌创作的不断繁荣提供了动力。 相似文献
10.
如何管理时间对于大学期间文化和社会资本的积累至关重要。本研究利用一项持续多年的追踪调查数据分析了精英高校的大学生在初入大学阶段时间使用方式上是否存在显著的城乡差异，以及特定的家庭背景、成长经历对其时间使用的影响。研究发现，城乡大学生在学习活动、娱乐活动、志愿活动和生命维持活动上的平均投入时间基本相似，但在创收活动、学生活动和社交活动等方面的平均投入时间存在显著差异，学生的家庭背景及其成长过程中积累的文化资本是重要的解释性因素。时间使用既是社会结构的产物，也塑造着社会结构，认识精英高校农村籍学生的时间使用风格对于理解他们适应精英高校环境的结果至关重要。 相似文献
11.
《Early education and development》2013,24(2):145-154
This exploratory study examined parental perceptions of the information sources parents use when wanting or needing information about their three-year-old child's motor, social, and cognitive development. Specifically, this study compared parental perceptions of the use of internal information sources (i.e., parents' own intuitions about development, religious beliefs/teachings, and childhood experiences) to perceptions of the use of external information sources (i.e., books, magazines, counselors, etc.). Further, this study examined differences in parental perceptions of use of internal information sources by parent and child gender, and by developmental domain (i.e., information about a child's motor, social, and cognitive development). Sixty mothers and 60 fathers of a three-year-old child completed an information use structured interview. Findings revealed that almost half of the parents reported referring to their own intuitions, religious beliefs/teachings, and/or childhood experiences as sources of information about their child's development. Parents perceived the internal information sources as being used significantly more frequently and as significantly more useful for information about their child's social development than for information about their child's motor and cognitive development. 相似文献
12.
Socio‐demographic factors relating to perception and use of mobile technologies in tertiary teaching
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(3):492-504
In 2014, we investigated how socio‐demographic factors such as gender, teaching disciplines, teaching experience and academic seniority were related to the perception and use of digital mobile technologies in learning and teaching of a group of university teachers from one research‐intensive university in New Zealand. Three hundred and eight teachers from this university completed an online questionnaire and 30 of them participated in a follow‐up interview. Survey results showed that while there was a strong positive correlation between using mobile technologies for personal learning and their use in teaching, only a small number of participants utilised mobile technologies in their learning and the vast majority also did not use these technologies in their teaching, More female teachers and humanities teachers used mobile devices and applications more frequently than male teachers and teachers from other academic disciplines. Also, female teachers had a more positive perception in learning and using mobile technologies. Junior teachers also tended to be more positive in technology use. While the overwhelming majority of the interview participants also perceived positive benefits of incorporating mobile devices and applications into their teaching, it was found that female teachers paid greater attention to pedagogy when considering mobile technology use and the lack of professional development limited their use in teaching. 相似文献
13.
运用美国语言学家Oxford所设计的语言学习策略分类问卷调查表(SILL)对广州医学院2005级和2004级本科生、2005级统招研究生以及2005级在职研究生进行了问卷调查。结果发现,医科学生在英语学习过程中有意无意地使用了各种语言学习策略,但对大多数语言学习策略的使用频率为中级,即只是偶然使用。研究结果表明,医学院校在外语教学过程中应加强对学生进行语言学习策略方面的培训工作,使医科学生们能够自觉地运用各种语言学习策略,从而有效地提高英语学习的效率。 相似文献
14.
This study focuses on understanding how a participation in a data team develops data skills and data use in individual teacher educators. Five teacher educators collaborated in a data team that used data to solve the problem of student teachers dropping out during their course of study. This study aimed at understanding how teacher educators learn from their participation in the data team. We collected data through interviews, surveys, and a knowledge test, and gained insight into the development of data skills, attitude towards data use, and the teacher educators' data use in daily practice. The results show that the data team members’ data skills and attitudes towards data use changed in different ways during the data team intervention depending on their initial situation, and that overall, their data use for school development increased. 相似文献
15.
李长文 《乌鲁木齐成人教育学院学报》2005,13(1):57-60
作为实施国家行政管理活动的国家公务员是政治市场上活动范围最广、管理事务最繁杂的主体,在提供公共物品的供给时同一个具有动机和目标的经济主体一样具有某些经济人的属性,会受利己心的驱动利用手中掌握的公共资源诸如职位、权力、信息、公共服务等来实现自身利益的最大化,其行为存在不同程度的自利性。只有对国家公务员的自利行为进行有效调控才能增强政府的行政能力、提高行政效率。 相似文献
16.
Charlotte Rochez 《History of education》2015,44(4):405-414
Narrowing the focus of existing research on academics’ and historians’ use of digital technologies and social media, this paper considers historians of education and their use of online platforms. It combines a small-scale survey of the self-reflections of historians of education together with personal reflections gained from building the social media presence for the History of Education Society as the inaugural Peter Gosden Fellow. The paper suggests that whilst historians of education are increasingly willing to use social media for networking, sharing and promoting their work and that of others, most continue not to use online platforms in conducting and disseminating their work due to expectations in the academy of publication in traditional forms. 相似文献
17.
Hui‐Chuan Cheng James Lehman Penny Armstrong 《The American journal of distance education》2013,27(3):51-64
Abstract A 1992 survey of the thirty‐five Oklahoma schools that received satellite downlinks as part of the 1988–1990 Midlands Consortium Star Schools grant investigated the extent to which schools were continuing to use the equipment and the impact of satellite access on their educational programs. Four schools did not use their downlinks in 1991–92, and two of the four also did not use the equipment in 1990–91; thirty‐one schools were continuing to use the equipment to receive student and/or staff development programming. Sixty‐one percent of thirty‐three respondents believe satellite access has very significantly or significantly improved the educational program for students at their school; 39% believe it has very significantly or significantly improved their overall staff development program. Forty‐eight percent of respondents reported a decrease in use since the first year of operation; 76% of respondents anticipate an increase in use in the future. 相似文献
18.
《Journal of Further & Higher Education》2012,36(4):572-588
Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey monitoring student use of module Facebook pages and focus groups, this study explores students’ current academic uses of Facebook and their views on using Facebook within university modules. Students reported using Facebook for academic purposes, notably peer–peer communication around group work and assessment – a use not always conceptualised by students as learning. Focus groups revealed that students are not ready or equipped for the collaborative style of learning envisaged by the tutor and see Facebook as their personal domain, within which they will discuss academic topics where they see a strong relevance and purpose, notably in connection with assessment. Students use Facebook for their own mutually defined purposes and a change in student mind- and skill-sets is required to appropriate the collaborative learning benefits of Facebook in formal educational contexts. 相似文献
19.
This paper argues that learning outcomes need to be reclaimed from their current use as devices for monitoring and audit, and returned to their proper use in aiding good teaching and learning. We require a broader, flexible and more realistic understanding of learning outcomes, better suited to the realities of the classroom and of practical use to those teachers who wish to respond to the enthusiasm of their students. To this end, a new model is produced that starts from the idea of an articulated curriculum, and embraces both intended and emergent learning outcomes. The model employs the distinction between predicted and unpredicted learning outcomes, together with the distinction between those that are desirable and those that are undesirable. The resulting account is intended to aid understanding of the nature and proper use of learning outcomes in teaching and learning. 相似文献
20.
Culturally diverse books are written for children to promote acceptance of diversity; however, there is little research that has examined their use. The purpose of this study was to examine the culturally diverse book use of preschoolers in daycare. Research Findings. Thirty-five children (ages 44-65 months) and their teachers in two daycare classrooms participated. The children represented a variety of socioeconomic levels and raciaVcultura1 groups. Observations of book use were conducted during freeplay and naptime. In a multiple baseline time series experimental design, comparisons were made between the use of culturally diverse books and books depicting no cultural diversity (Euro-American books). It was determined that one category of culturally diverse books (Culturally Conscious) was not being used as frequently as others. The Culturally Conscious books depicted characters from one of three cultural groups—Black, Asian, and Latino. A simple intervention was implemented in which the teachers introduced some of the Culturally Conscious books at group times and this led to an increase in their use. Additional book use information was gained through parent questionnaires, teacher interviews, and teachers' anecdotal notes. Implications for Practice. In daycare centers similar to the ones used in this study, it is likely that children will use culturally diverse books when available. Teacher introductions of infrequently used culturally diverse books may be an efficient and effective practice for encouraging their use. 相似文献